Core challenge
Take a participant from “what marketing is” to the ability to understand a task, work with tools and assemble an integrated solution.
Selected project · 2022
Marketing professional retraining: 500 hours from foundations to an integrated project
How to turn a list of curriculum topics into a practice-led learning system with only a few days before the first class.
Educational programme20222 cohorts · 500 hours
Project scale
Key reference points
- year delivered
- 2022
- consecutive cohorts
- 2
- hours per cohort
- 250
- hours in total
- 500
Context and challenge
The starting point was a thematic outline and a near-term launch
Participants needed to move from first principles to research, analytics, creative work and modern communications within one connected programme.
Many participants entered with little or no prior marketing training, while the curriculum covered a wide professional field.
The programme therefore needed a learning architecture rather than a sequence of isolated lectures: theory had to lead directly into practice and a final integrated solution.
My role
Lecturer, material author and designer of the practical methodology
The curriculum was fixed, but the teaching content, exercises and role formats had to be designed from the ground up.
- learning materials
- a coherent teaching sequence
- role formats and team scenarios
- debriefs
- the final project
Public scope
In 2022, two consecutive cohorts received 250 hours of in-person teaching each — 500 hours in total.
The programme was delivered by Synergy University within the federal Employment Promotion project.
Practice included role formats, briefs, changing inputs, debriefs and a final integrated team project.
Approach
Not classroom exercises, but a model of project work
Practice was built around roles, changing conditions and interactions from a real professional environment.
01
Client and agency
Teams framed, questioned and defended a marketing solution.
02
Research roles
Participants tested different perspectives and method limitations.
03
Changing inputs
New constraints forced teams to rebuild work already in progress.
04
Presentation and critique
Participants learned both to present and to test the logic of ideas.
What the work included
- developing presentations and learning materials
- building the learning sequence from foundations to applied work
- designing practical assignments and role-based formats
- working with briefs, changing inputs and debriefs
- organising the final integrated team project
Working logic
The practical work modelled real professional situations. Participants learned to:
- work in client and agency roles
- write, question and refine briefs
- rebuild solutions when inputs changed
- present ideas and critically assess other teams’ work
- combine separate tasks into one coherent solution
Programme design and delivery partly ran in parallel, so exercises were refined in response to each cohort’s pace and difficulties.
Related expertise
Start with the context, not a preselected format
- educational programme design
- marketing and digital
- practice-led learning
- project-based education